Overview of Module 1 - The Ohio Child Welfare Training Program Resources/SU Core/SC1...

PowerPoint Handout

Supervisor Core Module 1 - Casework Supervision 2010 Revision 1

Supervisor Core - Module 1

1

Supervisor Core Module 1: Casework Supervision Written by IHS for the Ohio Child Welfare Training Program 2010 Revision

SUPERVISOR CORE TRAINING

MODULE SC2Leadership

In Child Welfare

MODULE SC1Casework

Supervision

MODULE SC3

MODULE SC6Collaboration and

Teamwork

2CORE: FOUNDATIONAL KNOWLEDGE, SKILL AND AWARENES

MODULE SC3Communication,

Conflict and Change

MODULE SC4Improving

Individual Staff Performance

MODULE SC5Professional

Development of Staff

Overview of Module 1

Roles and Responsibilities

Case Conferences

Types of

Ethical Issues

Time Management, Prioritization, and Types of

Supervision

Cultural Competence

Organization

Caseworker Safety

Managing Stress

3

PowerPoint Handout


Fundamental Values of the Social Work Profession

All human beings have: Worth

A right to liberty, including self-determination d iand privacy

A responsibility to help others achieve their social rights and human potential

A right to justice, including equal opportunity

4

Child Welfare Practice“Child welfare is a field of practice within the social work profession. Its guiding value is a derivative of the fundamental values of the social work profession.This guiding child welfare value is: AllThis guiding child welfare value is: All children have an absolute right to a safe, permanent, stable home which provides basic levels of nurturance and care, and is free from abuse and exploitation.” (Rycus and Hughes, 2007)

5

FoundationalPractice Norms

6

PowerPoint Handout


Parallel Process

Core Social Work Skills

7

Skills

Caseworker practice

with clients

Supervisor practice with staff

Strengths-Based Practice with Families

Engaging families in partnership with agency

Empowering parents to provide safe and nurturing care

Emphasizing strengths when focusing on solutions

Helping families use their strengths to improve coping skills and resolve problems

8

Providing Strengths-BasedCasework Supervision

Identifying job-related strengths in caseworkers that enhance their ability to serve children and familieschildren and families

Identifying the needs of staff but addressing those needs using strengths-based approaches and strategies

9

PowerPoint Handout


Mission-Focused Practice

Provides basis and direction for entire agency’s work

Keeps staff focused on purpose and goal

Provides link between work done and goal to be achieved

Helps caseworkers and supervisors see link between their jobs and agency’s reason for being

10

Developmental

In caseworker supervision○ Focus on caseworker’s stage of

employment; prescribes frequency and intensity of direct supervision depending on developmental stage of caseworkers

In casework practice○ Understanding that client progress and

growth comes in increments

11

Family-Centered, Neighborhood-Based

The first and greatest investment in time and resources is in the care and treatment of children in their own homes. When that isn’t possible, in their own communities.

Neighborhoods are the primary source of opportunity and support for families.

(www. PCSAO.org)

12

PowerPoint Handout


It is always in a child’s best interest to remain with his or her family when at all possible.

Supervisors should encourage utilization the neighborhood or community as a support system for children and families

13

system for children and families.

When placement is necessary, if at all possible, children should be placed in their current communities to avoid disruption of their support networks.

Culturally-Competent

“…having the awareness, knowledge and skills to recognize the complexity and relevance of culture in each life

d fi d h l / dand find the tools/resources to respond appropriately to each individual according to his/her cultural identity and needs” (OCWTP, 2009)

14

Evidence-Based

“ ‘…conscientious, explicit, and judicious use of current bestof current best evidence…’ (Sackett, et al., 2000) in making clinical practice and policy decisions.”

15

PowerPoint Handout


Identifies core values

Establishes specific ethical professional standards

Clarifies where professional obligations conflict thi l id ti i

Code of Ethics

or unethical considerations arise

Helps new caseworkers understand the ethical standards of the profession

Gives the public information about how to hold child welfare staff accountable

Articulates the standard for the field

16

Ethics Standards NASW

www.socialworker.org/pubs/code/default.asp

Ohio Counselor, Social Worker & Marriage and Family Therapist Boardand Family Therapist Board http://www.cswmft.ohio.gov/ethics/code.pdf

National Board for Certified Counselors http://www.nbcc.org/ethics/Default.aspx

17

Ethics Standards

American Professional Society on the Abuse of Children http://www nbcc org sg/ethics html http://www.nbcc.org.sg/ethics.html

Standards for Public Employees http://www.ethics.ohio.gov/ModelEthicsP

olicy_localagencies.html

18

PowerPoint Handout


Small Group Activity

1. Define “casework supervision” in 3-5 sentences.

2. Appoint a spokesperson to share the definition with the larger group.

19

Casework Supervision

Supervisory oversight of all aspects of child welfare activities performed by caseworkers: Directing, consulting, guiding caseworkers as

they interact and intervene with families and ychildren

Adhering to best practice standards re: services caseworkers provide to children and their families

Meeting legal, procedural, policy, documentation requirements

20

Activity Instructions – Part 1“Job Description”

1) Take 10 minutes to create job description for casework supervisors

2) List all responsibilities and tasks on fli h t l 3” b d

21

flip chart paper; leave 3” borders on left and right sides of page

3) Place dots in left border relating to:Red --- critical importanceGreen --- moderate importanceBlack --- lower importance

PowerPoint Handout


Responsibilities in Casework Supervision

Responsibilities can be divided into two categories:

S i i di t i t1.Supervising direct services to children and families

2.Creating the ideal work environment

22

Casework Supervision: Category 1Casework Supervision: Category 1

23

Critical Decision-Making Points

Intake screening

Investigation

Safety and risk

Closing a case

Reunification

Termination of parental rights Safety and risk

assessments

Placement

Transferring a case for on-going services

parental rights

Matching children with prospective foster or adoptive families

24

PowerPoint Handout


“Clinical” SupervisionFocusing on the:

Ability of caseworkers to engage clients

Rapport or the helping relationships between caseworkers and clientsbetween caseworkers and clients

Risk and safety assessments; related decisions and plans

Comprehensive child and family assessments

25

“Clinical” Supervision

Focusing on the:

Development of case plans with families

Casework decision-making

Essential casework activities designed to facilitate change

Review and evaluation of client progress

26

Best Practice Standards

PCSAO Public Child Welfare Association of Ohio

CWLA Child Welfare League of America

NASW National Association of Social Workers

COA Council on Accreditation

APSAC American Professional Society on the Abuse of Children

27

PowerPoint Handout


Child Welfare Requirements

CPOE - Child Protection Oversight and Evaluation

CFSR – Child and Family Services Review

28

Developing Casework Staff

Assessing developmental readiness of caseworkers

Delegating responsibilities appropriately Delegating responsibilities appropriately

Providing decision-making opportunities, involvement in strategic planning, developing procedures, etc.

29

Casework Supervision: Category 2Casework Supervision: Category 2

30

PowerPoint Handout


Ideal Work Environments Help caseworkers: Work more effectively on behalf of children

and families

Be more realistic

Be more committed to child welfare practice

Be more resilient and better able to cope

Be more confident

Be more motivated

31

Activity Instructions

Write phrases on the three sheets that describe the ideal work environment in the context of:

“Supervisors do” – what supervisors do to create it

“Caseworkers enjoy” – what benefits caseworkers receive being in it

“The work is” – what values describe the work

32

Supervisors…

Are sensitive to the needs of caseworkers

Respect the knowledge, skills, experience and opinions of caseworkers

Help caseworkers manage their workload Help caseworkers manage their workload

Help caseworkers deal with their feelings about the job (e.g. stress, burnout, secondary trauma)

Congratulate, appreciate, demonstrate and participate

33

PowerPoint Handout


Supervisors…

Model self-control and composure in the face of stress, crises; project a sense of calm

Celebrate client successes Celebrate client successes

Provide on-going encouragement to caseworkers

Help caseworkers get all the resources their clients need

34

Supervisors…

Recognize caseworker accomplishments as they occur

Keep caseworkers engaged by di i d d l i th i t l tdiscovering and developing their talents and abilities

Add humor and laughter to the unit (but not at the expense of anyone, especially clients)

Use strengths-based supervision

35

Caseworkers…

Feel supported by supervisors and colleagues

Feel safe

H t iti t Have opportunities to develop personally and professionally

Feel positive about their job

36

PowerPoint Handout


Caseworkers…

Are physically comfortable in their surroundings

Have the necessary resources to do their jobs

Are supportive and helpful to colleagues

37

The Work Is…

Strengths based

Ethically guided

Culturally competent

F il t d Family centered

Mission focused

Professionally and personally satisfying

38

Assessing Your Unit

Complete Handout #2

Consider what characteristics of the “ideal work environment” are currently

t i itpresent in your unit.

39

PowerPoint Handout


Kadushin’s Model of Supervision

Functional roles:1. Administrative

2. Educational

3. Supportive

40

Self-Assessment Tool

Complete the Survey of Skills Inventory (Handout #3)

Place the assessment aside until instructedinstructed

41

Administrative Supervision

Implementation of legislation, rules, procedures

Aligning the work with the agency and unit mission / goalmission / goal

Planning and coordinating the work; decision-making

Monitoring and evaluating work Acting as advocate, change agent,

administrative buffer

42

PowerPoint Handout


Educational Supervision Orienting new caseworkers to the job

Identifying caseworker training needs

Conducting transfer of learning from knowing to doing

Directly observing caseworkers perform assigned tasks

Directing, consulting and guiding caseworkers

Coaching, modeling, giving feedback

43

Supportive Supervision Creating a safe, comfortable and

empowering work environment Being available and approachable for case

consultations, etc.C i i fid i d Communicating confidence in and support for caseworkers

Helping caseworkers develop a realistic perspective about the work

Strengthening caseworker capacity to deal with job stress and safety issues

44

Activity Instructions – Part 2

“Job Description”

1. Review the chart created earlier

2. In right column, identify how job tasks break down in the following:following:

A – Administrative

E – Educational

S – Supportive

3. Be prepared to share discoveries in 10 minutes

45

PowerPoint Handout


Survey of Skills

Score your survey of skills inventory

Does a balance exist between yourbetween your administrative, educational and supportive responsibilities?

46

Areas of Supervision

47

Example: Reviewing a Case

Administrative function – check for rules compliance

Educational function – identify areas needing additional caseworkerneeding additional caseworker instruction

Supportive function – provide positive reinforcement of good practice

48

PowerPoint Handout


Consider this…

How can supervisors ensure high quality services to children and families?

What are the sources of data that can assist casework supervisors in theirassist casework supervisors in their responsibilities?

What are some examples of organizational barriers?

Why is their so much emphasis on documentation?

49

If services to clients are interrupted, does it constitute a violation of professional ethics?

How can casework supervisors be proactive in making sure client services are not interrupted?

How can supervisors reduce knowledge and skill barriers, identify training needs, and help caseworkers learn all they need in order to complete their job tasks?

What liabilities could result from having untrained and unskilled workers?

50

Why is it so important to provide supportive supervision?

How did it feel when you were supported at work? What about when you weren’t supported?

What efforts have you made to convey support to your staff?

What are the possible consequences if you do not give equal attention to administrative, supportive and educational supervision?

51

PowerPoint Handout


Situational Leadership

Tailoring one’s supervisory approach to fit each situation, with each staff person -- to achieve desired behavior or level of performanceperformance

Providing appropriate level of support and direction (according to developmental level of staff)

52

Individual Development Level

D1D2D3D4High Moderate Low to Some Low

53

gCompetence

and High Commitment

to High Competenceand VariableCommitment

Competence and Low

Commitment

Competence and High

Commitment

Supervisory Approach

( High )

hav

ior

54

S1

S3 S2

S4

( High )( Low ) Directive Behavior

Support

ive

Beh

PowerPoint Handout


Supervisory Approaches

1. Directing / Telling Define roles, tasks;

supervise closely

Caseworkers

2. Coaching / Selling Still define roles, tasks;

seek ideas, suggestions

Caseworkers have some unable to do task but are enthusiastic and committed

competence but inexperienced; lack commitment; need support, praise; may be over-confident; need direction

55

Supervisory Approaches3. Supporting /

Participating Facilitate, listen,

praise, reinforce caseworker progress

4. Delegating Still involved in

decisions, problem-solving; trust staff with tasks but check in caseworker progress

Caseworkers have competence; lack confidence, motivation; do not need much direction but do need support

occasionally

Caseworkers have competence , commitment; able, willing to work with little support or supervision

56

CAPMIS Example Situation: Helping a new caseworker complete a

CAPMIS safety plan.

What factors should be considered?

What supervisory style would the caseworker likely respond to best?

What style would be most productive to

completing the CAPMIS Safety Plan?

57

PowerPoint Handout



Scenario: Supervisor is new to unit

Must make decisions about how to distribute cases

Using the Situational Leadership guide, what factors should supervisor consider before distributing cases?

58

Time Management

59

Individual Activity

1. On Handout #6 write down everything you did your last day in the office .

2 Select the things you2. Select the things you enjoyed doing most.

3. Consider the urgency and importance of each of the tasks you did.

4. Write down why they were urgent or important.

60

PowerPoint Handout


Discussion

What can happen when caseworkers or supervisors mismanage time?

What are some time What are some time wasters you have seen in your office?

Were there opportunities when you could have better managed your time?

61

On Handout #7 list the 10 most important tasks that will be waiting for you when you return to your office after trainingtraining.

62

Important tasks have a direct connection to the achievement of goals (e.g., the supervisor’s, the caseworker’s, or the unit’s) These tasks

Urgent tasks have specific deadlines. The sooner the deadline, the more urgent the tasks become.

unit’s). These tasks should receive the greatest amount of time and attention.

63

PowerPoint Handout


Using prioritization techniques can help casework supervisors make legitimate judgments about how they spend their time, and help them make deliberate choices about what they are not going to do because it has the least amount of impact or value.

64

ABC Method

“A” tasks - highest priority; lead to achievement of goals and objectives; need done immediately; serious consequences occur if “A” tasks not completedp

“B” tasks - also important but can be postponed for short time; consequences for not doing “B” tasks not as significant as with “A” tasks

“C” tasks - easy, trivial tasks; have no consequences if not completed

65

Covey Method

Every task organized into quadrants

according to urgency and importance

Urgent Not Urgent

66

I II

III IV

Imp

ort

ant

No

t Im

po

rtan

t

PowerPoint Handout


Quadrant 3

Eliminate email pop-ups and alerts

Silence the cell phone (including text message alerts)(including text message alerts) during periods when concentration is important

Post a schedule indicating do not disturb periods

Learn to say no

67

Prioritizing the Work

Small Group Activity #1

1. Use the technique assigned to your group

2. Pick one of the individual lists developed earlier

3. Prioritize the work

4. Share with the large group

68

Prioritizing the Work

Small Group Activity #2

1. Return to the small group (according to unit supervised)

2 Identify 10 tasks you complete (or start)2. Identify 10 tasks you complete (or start) within a normal day in your unit

3. Develop a plan for how you would manage the work using the prioritizing techniques.

69

PowerPoint Handout


Set consistent work schedule Know and observe your own deadlines Use “tickler” systems or Outlook for

important duties or deadlines

Organize Your Own Work

70

Use efficient personal workplace procedures

Establish filing system Distinguish “Urgent” from “Important”

Establish procedures to ensure efficient, effective work flow, communication, etc.

Set staff schedules Set standards for documentation

S h d l l i /

Organize Work of the Unit

71

Schedule regular supervisor/ case conferences, unit meetings)

Develop process for supervisor consultation Coordinate casework efforts within the unit

and with other units Establish communication systems

Negative Consequences

Decreased capacity / productivity

Wasted time and energy

Risk of inefficiency and Risk of inefficiency and duplication of work

Increased stress, frustration

Lower morale

Compromising ability to protect children

72

PowerPoint Handout


Individual Case ConferencesPrimary supervisory vehicle for:

Monitoring compliance to child welfare requirements

Checking progress toward child and Checking progress toward child and family outcomes

Providing case consultation Assessing caseworker’s understanding

of best practice as it applies to individual cases

73

Small Group Discussion

How do you currently use individual case conferences?

How often are they held?

What do you do that works best for you What do you do that works best for you in the conference?

What do you do to prepare for individual case conferences?

74

Strategies for Individual Case Conferences

1. Schedule regular meetings with each caseworker

2. Limit case conferences to maximum 90 minutesminutes

3. Prior to meeting, thoroughly review Case record

Notes from previous case review

Observation notes

Status of documentation and reports

75

PowerPoint Handout


To Review During Individual Case Conferences

Brief review of case

Description of last home visit

Current safety and risk factors; strengths

Ch i Changes in genogram or ecomap

Case plan progress and barriers

Placement / permanency issues

Best practice standards

Documentation / timeline requirements

Plan / anticipate for next 45 days76

On the Caseworker’s Behalf

Provide time for questions

Discuss developmental needs in relation to case

Discuss caseworker well being stress Discuss caseworker well-being, stress issues

Use active listening, strengths-based feedback

Model critical thinking

77

Examples of Critical Thinking

How has this family changed in the course of their child protective service involvement?

What are the strengths or partial solutions already present in the family that couldalready present in the family that could become foundations for further growth and problem resolution?

What are the family systems or environmental factors that may have led to the development of these problems? How should those factors be addressed?

78

PowerPoint Handout


What are the indications that a child’s allegations are valid?

What are the risk factors for future abuse?

What does evidence-based research say about the therapeutic strategies most likely to help children with their array of problems,

d t th ?needs, strengths?

How can we judge the likelihood that a given intervention will have a positive effect on a parent’s caregiving abilities?

What might have happened if child protective services involvement had not occurred?

79

Mock Case Activity

1. Two people from each group conduct a brief, simulated case conference

2. One person act as supervisor; other person as caseworker

3. One person as “coach” for supervisor

4. Others observe; provide feedback for supervisor

5. Rotate roles

80

Group Case Conferences

81

PowerPoint Handout


Group Case Conferences Uses collective knowledge to address difficult case

issues and bring a fresh perspective

Utilizes specific strengths and expertise that unit caseworkers have developed from previous employment experience or educationemployment experience or education

Provides caseworkers with opportunities to make connections between the cases presented and their own cases

Provides opportunities for caseworkers to be consultants

82

Develop Criteria for Group Case Conferences Kinds of cases to be presented

Frequency and schedule for case presentations

Time allotted for each case presentation

Expectations for attendance by unit caseworkers

Guidelines for presenting a case

83

Presenting a Case

1. Reason for the staffing: family issue or case question

2. Family’s strengths and difficulties givingdifficulties, giving illustrative examples

3. Succinct narrative, including most important points

4. Explanation why problems may have developed

84

PowerPoint Handout


Processing the Case

1. The thinking of caseworker, colleagues and supervisor re: intervention strategies that have beenthat have been implemented

2. Discussion of best practice standards that apply to case

3. Additional discussion –suggestions

85


1. Work with small group

2. Design a framework for preparing for and conducting group case conferences including:conferences including:a) how to prepare for a case presentation

b) criterion for the types of cases to be presented for case consultation

3. Share frameworks

86

87

PowerPoint Handout


Lightening Round Activity

Stand by one flipchart

Untape flip chart

Within 60 seconds write down as many sources of stress within category

When instructed, advance to next flipchart

88

Strategies for Managing Caseworker Stress

Provide 1-on-1 emotional support

Allow caseworkers to vent without interruption

Provide opportunities for peer support

Minimize supervisor indecision changingvent without interruption

Help caseworkers prioritize, develop plans

Acknowledge achievements

Temporarily reassign job tasks

indecision, changing priorities, inconsistent work assignments

Help caseworkers understand their “self-talk”

89

Casework Supervisors as Role Models Demonstrate high standards of practice

Promote ethical practice and conduct

Promote family-centered practice and cultural competencecultural competence

Be strengths-based

Interact with colleagues and the community

Demonstrate respect and responsibility

90

PowerPoint Handout


Casework Supervisors Who Are Mission Focused Articulate agency and unit mission so

caseworkers understand their purpose

Help caseworkers stay focused on mission

Align decisions policies and goals with Align decisions, policies and goals with mission

Explain rationale that supports policies and procedures; articulate link between work of unit and agency mission and goals

91

Definition of a“Learning Environment”

An environment in which all staff are “encouraged and expected to continuously improve themselves” andcontinuously improve themselves and their unit and agency…where caseworkers are at ease and enjoy acquiring and applying new knowledge and insights.

(Potter and Brittain, 2009)

92

Create a Learning Environment Help caseworkers discover and develop their

talents and abilities

Promote caseworker development

Encourage creativity and “risk” taking

Make it safe for caseworkers to make mistakes Make it safe for caseworkers to make mistakes and learn from them

Create a climate of trust and openness

Support caseworkers’ attempts to develop competence, effectiveness, independence,

and self-directedness in their work

93

PowerPoint Handout


Points of Greatest Risk

During the life of a case:During initial assessment or investigation

When confronting alleged perpetrators about abusive or neglectful behaviorabout abusive or neglectful behavior

During family crisis situations

When major actions are taken, e.g. removing children from their homes; filing for termination of parental rights

94

Safety Strategies Implement screening alert protocol

Require caseworkers to: Review case information before first home visit

Discuss perceived safety issuesp y

Inform office of their whereabouts

Implement safety precautions

Review safety issues during case reviews and unit meetings

Alert administration to safety concerns; advocate for resources

95

ComplacencyIncreases

Vulnerability

96

____________________________Awareness Decreases

Vulnerability

PowerPoint Handout


Caseworker Safety Standards

PCSAO Standards for Effective Practice http://www.pcsao.org/standards.htm

Addresses such topics as:

Field safety

After hours visit safety

High risk situations and dangerous locations

Staff facility safety

Staff safety training

97

The Reality Is This

“The expectation that we can be immersed in suffering and loss daily and not be touched by it is as yunrealistic as expecting to be able to walk through water without getting wet.”

Rachel Remen

98

Proactive Strategies

Promoting a supportive environment

Encouraging caseworkers to share difficult experiences

Arranging debriefings within 24 hours of Arranging debriefings within 24 hours of traumatic events

Offering on-going support and validation

Organizing a trauma support group

Encouraging staff to build resilience by not working excessive overtime; to take time off

99

PowerPoint Handout


Summary

On Handout #10, choose 3 things to begin doing immediately in order to make your unit an ideal work environment

How will you accomplish this? How will you accomplish this? What are the existing strengths you and/or

the unit possess?

Share plans with a partner Discuss how you will know whether your

efforts are successful

100

Application Exercise

Small Group Activity1. Review case scenario

(Handout #11)

2 Using tools identified2. Using tools identified throughout workshop, develop a plan for addressing each of the identified issues

3. Share plans with the large group

101

Concluding Thoughts

1. What pressures come from being a casework supervisor?

2. How are you affected by the competing values and opinions of others outsidevalues and opinions of others outside and within the agency?

3. In what ways do you manage your stress?

4. How do you deal with your own emotional reactions?

102

PowerPoint Handout


Concluding Thoughts

5. How does having a supervisor who is passionate about and committed to the work make a difference for you? – to caseworkers? – to children and families?

6. What strategies can you identify for maintaining passion and commitment to the work you do?

7. How can you lead in a way that inspires, motivates and energizes casework staff?

103

Action Planning

1. Take out Handout #12: “Action Plan”

2. Develop a plan for how you will sustain your motivationwill sustain your motivation and passion for the work you do.

3. Identify people who you will turn to for support and encouragement.

104

Reminder… Please complete your pre-training assignment

prior to attending the next Supervisor Core workshop.

Pre-training assignments, post-training assignments and other resources can be found on gthe OCWTP website: http://www.ocwtp.net/ For Trainees

Companion skill-building resources for training

Jump to supervisor/manager core module resources

105

Overview of Module 1 - The Ohio Child Welfare Training Program Resources/SU Core/SC1...

Documents

Transcript of Overview of Module 1 - The Ohio Child Welfare Training Program Resources/SU Core/SC1...